Abstract

As the demand on teacher educators to integrate educational technology into their preservice teacher education programmes increases, the need to identify the variables affecting their lack of educational technology acceptance, use and integration grows more urgent. Although educational technologies are being made fairly accessible to the majority of teacher educators, even in developing countries, considerably less attention is being given to helping these teacher educators make the transition into a technology-enhanced teaching and learning environment. The results of this study indicated that the profiles of the teacher educators were very diverse and reflected acceptance, use and integration of educational technology at various stages. The implications of the diverse profiles for educational technology integration and teacher educator professional development is discussed.

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